Single-Sex Classes in Co-Educational Schools

Autor/inn/en	Wills, Robin; Kilpatrick, Sue; Hutton, Biddy
Titel	Single-Sex Classes in Co-Educational Schools
Quelle	In: British Journal of Sociology of Education, 27 (2006) 3, S.277-291 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425690600750452
Schlagwörter	Foreign Countries; Single Sex Classes; Coeducation; Outcomes of Education; Elementary School Teachers; Parents; Class Organization; Gender Differences; Academic Achievement; Teaching Methods; Self Concept; Learning Motivation; Standardized Tests; Australia + Suchen Sie Ihr Suchwort? Ausland; Single-sex classes; Single-sex schools; Single sex schools; Getrenntgeschlechtliche Erziehung; Schule; Koedukation; Lernleistung; Schulerfolg; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Eltern; Geschlechterkonflikt; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Selbstkonzept; Motivation for studies; Lernmotivation; Standadised tests; Standardisierter Test; Australien
Abstract	This research investigated social and academic outcomes from single-sex classrooms in a Tasmanian coeducational government primary school. Interviews, observations and surveys formed the basis of the evidence. Teachers, parents and children reported positive benefits from the class organisation, but these differed according to gender. Staff identified increased confidence and higher self-esteem among girls, whereas boys developed increased motivation and more commitment to schoolwork. Teachers and parents noted that boys' accountability and self-discipline improved. Teachers adopted different strategies from those used with mixed-gender classes and gained higher levels of satisfaction from teaching, attributable to increased children's time "on task". Paradoxically, standardised school testing indicated no increase in academic achievements. However, there may be an extended lag between establishing changed social relationships and measurable academic outcomes, suggesting that if the new class structure is to achieve its full potential, it should be established early in primary school and continue to adolescence. (Author).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10